Bringing Science To Life: K-6

The new NSW K-10 Science Syllabus mandates the integration of ICT to support a range of teaching, learning and assessment approaches. This provides great scope for the integration of new and emerging technologies in the design of immersive, authentic learning. Portable information gathering and processing opportunities, massive online databases and learning experiences based on individual strengths all lend themselves to quality science teaching and enhanced learning opportunities for students.

Children have an ingrained curiosity to persue scientific enquiry. All of our technology today is a direct result of that curiosity. It is only fitting that we use it to enhance children’s learning opportunities and amplify their curiosity.

In this course, participants will:

gain confidence and ability to integrate ICT meaningfully into learning and teaching to support the aims and objectives of the new Science K-6 syllabus

use a variety of apps and software to explore science concepts, and create products that demonstrate evidence of learning

engage with real science and confidently work with a range of information and communication technologies, and

explore current research and investigate pedagogical strategies that encourage students towards meaningful engagement in scientific thinking and scientific awareness.

This course consists of two parts. A workshop day (5.5hrs) and a follow-on component to be completed in your own time after the workshop (4.5hrs). You must successfully complete both parts in order to gain the 10 professional learning hours.

Z

Follow-on

The follow-on component for this course (4.5 hrs) is described below. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Information about due dates and instructions will be emailed to participants after the workshop day.

Re-design a lesson or sequence of lessons from a Science unit of work you that you intend to teach, which meaningfully integrates technology. Include a statement about the teaching strategy (s) you have chosen for the teaching of the lesson sequence. Use a cloud-based tool such as Google Docs or Office 365 for the documentation of your lesson. Participants share their lesson to an online community where they will get to interact with the other teachers in the course. Participants complete a personal reflection piece and a course survey.

Read more about follow-on components, and see the criteria for successful completion in the FAQ below.

Feedback

I liked how the Augmented Reality apps will allow for students to look closely at the machines and objects in space they would not otherwise be able to see. I feel they will gain a deeper understanding of these concepts, not to mention the engagement levels are bound to increase. The variety of infographic, comic strip and meme generator activities/apps/websites that I could use across a range of subjects will become helpful in my role as ICT mentor. I am looking forward to incorporating many of these ideas into my teaching this year.

It has made me aware of the digital resources available that are simple and free to use. This will help create a deeper understanding of science concepts for students as they are also highly engaging.

“It will help with student engagement and has also shown how simple apps and online resources can be used in science.

Facilitator

Neville Fraser

Developer and Facilitator

Runner-up to the 2014 Prime Minister’s Award for Primary Science Teaching, Neville Fraser has over two decades experience using ICT in education, starting with setting up the first regional network of computers in the early 80s. Until his recent retirement Neville hosted a Scienzeum and planetarium at his school. Having been a director of the NSW Computer Education Group, councillor with STANSW and primary rep for ASTA, he brings a wealth of knowledge and experience to blending science teaching with ICT.

Enrol

Unfortunately there are no plans to run this course again. Apologies for any inconvenience.

FAQ

How do I enrol?

Enrolment is through the MyPL system. Click on the Event ID provided and it will take you to the enrolment page. NSW Department of Education (DoE) teachers can log in using their credentials. Non-DoE participants need to sign up for a MyPL account in order to enrol. Click here for instructions, and click here for more information about MyPL for non-DoE participants.

How is payment taken?

If you are from a NSW DoE school, payment will be via direct debit and appear on your school's Sundry Tax Invoice Statement. Non-DoE schools and individuals will be invoiced. Please contact us to confirm your billing details.

How do I get there and do I need to bring anything?

There are many transport options. See our Contact page for more information. We will send out an email to all participants with parking information two days before the event. Please look out for this email and read the instructions carefully. All equipment will be provided unless otherwise advised.

What if I cancel or don't show up?

You can delete your own enrolment through MyPL, however keep in mind any cancellations made within 2 days of the event or no-shows will incur the full cost, charged to your school. Please contact us if there are any issues with your attendance.

What's a follow-on component?

Some of our courses include a follow-on component to be completed by the participant in their school context with the aim of transferring the new practice to their teaching and learning repertoire. These deliverables are included as part of the course hours and are designed to engage teachers in real ‘learning through doing’ leading to improvement in the skills and capabilities of teachers. This is an opportunity for you to have some time to take what you learned during the workshop and apply it to your own context and your own students. Details of the follow-on will be emailed out to all participants. The deliverables must meet the following Criteria:

Product (this may refer to lesson plan, unit of work or other digital product)

evidence of creativity;

planning and/or design;

incorporation of key ideas in the course;

integration of technology; and

a published/shared product that is appropriate to audience, purpose and context.

Online Interaction

peer feedback; and

community building.

Personal Written Reflection (200 words):

Reflect on the learning experience gained by participating in this course, including the deliverables, OR reflect on your classroom practice (including a description of the pedagogical approach, delivery and implications for the future); AND

Reflect on how you achieved one or more of the specified professional learning standards.

Related Courses

Bringing Science To Life: K-6 Short Courses

Online short coursesThis series of short courses will give participants the confidence to integrate real science and a range of technologies into scientific inquiry and activities around a variety of themes.

Bringing Science To Life: Stages 4-5

Integrating ICT into the NSW K-10 Science SyllabusStudents come to secondary science classes with a range of experiences and high expectations about practical laboratory experiences. They often bring their own devices but have not yet experienced the range of possibilities available to them to foster their scientific curiosity. In this course, teachers will gain confidence with and ability to integrate ICT meaningfully into learning and teaching to support the aims and objectives of the new Stages 4-5 Science syllabus.

Bringing Maths to Life

Integrating ICT into the Mathematics K-6 NSW Syllabus for the Australian CurriculumThe increasing variety and sophistication of software and apps available today allow primary teachers to really enhance and extend learning in Mathematics from remembering and understanding to creating and evaluating. In this workshop we will show teachers how to use technology in innovative ways to more deeply engage students and meet the learning outcomes from the K – 10 syllabus within a technology rich environment.

Computational Thinking

What is it, and why is it important for your students?Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns and models and designing and implementing algorithms.